The role of preparation and cue-modality in crossmodal task switching

Lukas, Sarah; Philipp, Andrea M.; Koch, Iring

doi:10.1016/j.actpsy.2010.03.004

Cited by 34 publications

(44 citation statements)

References 22 publications

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“…This pattern of preparation effect is consistent with previous findings using a crossmodal spatial attention switching task (Lukas et al, 2010a) and suggests an attentional biasing or weighting process (see next subsection). That is, across studies we found strong evidence for a dissociation of the processes underlying congruence effect and switch costs with respect to the interaction of modality (auditory vs. visual) and task requirements (spatial vs. temporal processing), and within the present study, we found somewhat less strong evidence for this dissociation with respect to the differential influence of cue-based preparation on the congruence effect and on the attention switch costs.…”

Section: Crossmodal Attention Switch Costssupporting

confidence: 90%

“…For example, in Lukas et al (2010b), switch costs were significantly larger for the auditory modality in Experiment 1, but this pattern was not replicated in their Experiment 2. Likewise, in Lukas et al (2010a), there was no significant switch-cost asymmetry across four attention switching experiments (this study additionally included a non-switching baseline experiment), even though switch costs were numerically (but not significantly) higher for the auditory modality in some experiments. Sandhu and Dyson's (2012) study also showed no clear pattern of switch-cost asymmetry.…”

Section: Crossmodal Attention Switch Costsmentioning

confidence: 74%

“…That is, visual distracters induced more crossmodal interference while processing auditory stimuli than vice versa. Notably though, the attention switch costs that were found in modality switches relative to modality repetitions across trials were similar in both modalities, even though a subsequent study suggested differentially increased auditory switch costs if the cuing interval was very short (Lukas, Philipp, & Koch, 2010a).…”

Section: Introductionmentioning

confidence: 88%

“…It was shown that preparation also helped subject to direct attention to a specific stimulus modality (e. g., Murray, De Santis, Thut, & Wylie, 2009;Spence & Driver, 1997) leading to better performance. In a bimodal task switching paradigm, we could show that modality switch costs were significantly reduced by preparation using a spatial task (Lukas et al, 2010a). If there is indeed a stronger attention bias for visual processing, the switch-cost asymmetry observed in Experiment 1 should be reduced or eliminated if there is sufficient time for preparing an attention switch to processing in the auditory modality.…”

Section: Error Ratesmentioning

confidence: 96%

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Crossmodal attention switching: Auditory dominance in temporal discrimination tasks

2014

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Section: Crossmodal Attention Switch Costssupporting

confidence: 90%

Section: Crossmodal Attention Switch Costsmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 88%

Section: Error Ratesmentioning

confidence: 96%

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Crossmodal attention switching: Auditory dominance in temporal discrimination tasks

2014

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“…The stimulus‐response rule in itself (i.e., respond whether or not the letter matched) did therefore not change, but the stimulus category/properties did. Previous studies have used similar single‐task designs requiring cross‐modal attention shifts, and they have demonstrated similar performance decrements as in traditional switching paradigms with two different tasks within one modality (Lukas, Philipp, & Koch, 2010; Spence & Driver, 1997). In our previous study using this same task, we showed that the modality switch caused performance decrements reflected by both prolonged response times and increased number of response errors (Moisala et al., 2017).…”

Section: Discussionmentioning

confidence: 99%

Neural activity patterns between different executive tasks are more similar in adulthood than in adolescence

et al. 2018

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BackgroundAdolescence is a time of ongoing neural maturation and cognitive development, especially regarding executive functions. In the current study, age‐related differences in the neural correlates of different executive functions were tracked by comparing three age groups consisting of adolescents and young adults.MethodsBrain activity was measured with functional magnetic resonance imaging (fMRI) from 167 human participants (13‐ to 14‐year‐old middle adolescents, 16‐ to 17‐year‐old late adolescents and 20‐ to 24‐year‐old young adults; 80 female, 87 male) while they performed attention and working memory tasks. The tasks were designed to tap into four putative sub‐processes of executive function: division of attention, inhibition of distractors, working memory, and attention switching.ResultsBehaviorally, our results demonstrated superior task performance in older participants across all task types. When brain activity was examined, young adult participants demonstrated a greater degree of overlap between brain regions recruited by the different executive tasks than adolescent participants. Similarly, functional connectivity between frontoparietal cortical regions was less task specific in the young adult participants than in adolescent participants.ConclusionsTogether, these results demonstrate that the similarity between different executive processes in terms of both neural recruitment and functional connectivity increases with age from middle adolescence to early adulthood, possibly contributing to age‐related behavioral improvements in executive functioning. These developmental changes in brain recruitment may reflect a more homogenous morphological organization between process‐specific neural networks, increased reliance on a more domain‐general network involved in executive processing, or developmental changes in cognitive strategy.

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Are there control processes, and (if so) can they be studied?

Wylie

Sumowski

Murray

2011

Psychological Research

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Generally, so-called control processes are thought to be necessary when we must perform one out of several competing actions. Some examples include performance of a less well-practiced action instead of a well-practiced one (prepotency); learning a new action (novelty); and rapidly switching from one action to another (task-switching). While it certainly is difficult to perform the desired action in these circumstances, it is less clear that a separate set of processes (e.g., control processes) are necessary to explain the observed behavior. Another way to approach the study of control processes is to investigate physiological dependent measures (e.g., electrophysiological or neuroimaging measures). Although these offer another avenue of inquiry into control processes, they have yet to furnish unambiguous evidence that control processes exist. While this might suggest that there are no control processes, it is also possible that our methods are insufficiently sensitive to measure control processes. We have investigated this latter possibility using tasks that are neuroanatomically distinct, though within the same modality (vision). This approach did not yield evidence for a separable set of control processes. However, recent works using a task-switching paradigm in which subjects switch between a visual and an auditory task suggest that switching both task and modality may be importantly different than switching task within a given modality. This may represent a way forward in the study of control processes.

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The role of preparation and cue-modality in crossmodal task switching

Cited by 34 publications

References 22 publications

Crossmodal attention switching: Auditory dominance in temporal discrimination tasks

Crossmodal attention switching: Auditory dominance in temporal discrimination tasks

Neural activity patterns between different executive tasks are more similar in adulthood than in adolescence

Are there control processes, and (if so) can they be studied?

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